Effects of Success for All on Reading Achievement
This study examined the effects of the Success for All (SFA) whole-school reform approach on student reading achievement. The data were collected for the Study of Instructional Improvement by the University of Michigan, which did not previously report the achievement outcomes in detail but did make...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2016-10-01
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| Series: | AERA Open |
| Online Access: | https://doi.org/10.1177/2332858416674902 |
| _version_ | 1818383054274560000 |
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| author | Alan C. K. Cheung Robert E. Slavin |
| author_facet | Alan C. K. Cheung Robert E. Slavin |
| author_sort | Alan C. K. Cheung |
| collection | DOAJ |
| description | This study examined the effects of the Success for All (SFA) whole-school reform approach on student reading achievement. The data were collected for the Study of Instructional Improvement by the University of Michigan, which did not previously report the achievement outcomes in detail but did make the data available online. Using propensity matching, we matched 27 SFA with 27 comparable schools based on several key demographic variables. The evaluation used hierarchical linear modeling with students nested within schools. Results showed that SFA students significantly outperformed their counterparts in the matched schools on reading achievement, with an effect size of +0.26 for students in a 3-year longitudinal comparison. Effect sizes were similar for 2-year cohorts (mean effect size = +0.31). Policy implications are discussed. |
| first_indexed | 2024-12-14T03:00:16Z |
| format | Article |
| id | doaj.art-479b79436e55403e9ae5dabcb2529f92 |
| institution | Directory Open Access Journal |
| issn | 2332-8584 |
| language | English |
| last_indexed | 2024-12-14T03:00:16Z |
| publishDate | 2016-10-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | AERA Open |
| spelling | doaj.art-479b79436e55403e9ae5dabcb2529f922022-12-21T23:19:31ZengSAGE PublishingAERA Open2332-85842016-10-01210.1177/233285841667490210.1177_2332858416674902Effects of Success for All on Reading AchievementAlan C. K. CheungRobert E. SlavinThis study examined the effects of the Success for All (SFA) whole-school reform approach on student reading achievement. The data were collected for the Study of Instructional Improvement by the University of Michigan, which did not previously report the achievement outcomes in detail but did make the data available online. Using propensity matching, we matched 27 SFA with 27 comparable schools based on several key demographic variables. The evaluation used hierarchical linear modeling with students nested within schools. Results showed that SFA students significantly outperformed their counterparts in the matched schools on reading achievement, with an effect size of +0.26 for students in a 3-year longitudinal comparison. Effect sizes were similar for 2-year cohorts (mean effect size = +0.31). Policy implications are discussed.https://doi.org/10.1177/2332858416674902 |
| spellingShingle | Alan C. K. Cheung Robert E. Slavin Effects of Success for All on Reading Achievement AERA Open |
| title | Effects of Success for All on Reading Achievement |
| title_full | Effects of Success for All on Reading Achievement |
| title_fullStr | Effects of Success for All on Reading Achievement |
| title_full_unstemmed | Effects of Success for All on Reading Achievement |
| title_short | Effects of Success for All on Reading Achievement |
| title_sort | effects of success for all on reading achievement |
| url | https://doi.org/10.1177/2332858416674902 |
| work_keys_str_mv | AT alanckcheung effectsofsuccessforallonreadingachievement AT roberteslavin effectsofsuccessforallonreadingachievement |